





w^ ' 



\' V v -/- III 



vOO. 



^ ^ 



v © 






^'% 
















^ -nt 



' . o. 






X> ,<^ 







e.1><%. 















^ "%. ' 







". "■<>;- $ 


















/' 






> v ^ 






c * 



s? % 





O '/ 



c u 










,0o. 






<,- -:%* 









O0 X 






o - V * A 



D, '' , 



* oN 










: & 






"*>. v. 




















V 












^ 




PUBLIC SCHOOLS 



DISTRICT OF COLUMBIA. 



MANUAL TEAINING: MECHANICAL LABOEATOBY WOBK. 
SEVENTH AND EIGHTH GRADES 

AND 

HIGH SCHOOLS. 



Teachers' Manual. 



LINOTYPE PRINT. 









iMi 



PUBLIC SCHOOLS /3A- 



DISTRICT OF COLUMBIA. 



MANUAL TRAINING: MECHANICAL LABORATORY WORK. 
SEVENTH AND EIGHTH GRADES 

AND 

HIGH SCHOOLS. 



— •***•> ^ 



Teachers' Manual. 



WASHINGTON, D. C. 

LINOTYPE PRINT. 

1890. 



vc 






TABLE OF CONTEXTS. 



Page. 

Preface __________ 5 

General Remarks _________ 7 

Grammar School Course - -'- - - - - 15 

Seventh Grade : 

Exercises I to XII inclusive - ' - - - - 16-28 

General Remarks on Foregoing Exercises - 29 
Eighth Grade : 

General Remarks _-__-__ 31 

Exercises I to VI inclusive - - - - 33-36 

High School Course : 
First Year : 

Draughting _._> 39 

Exercises I to V inclusive - - - - 40-42 

Wood Turning - - - - - - - 42 

Exercises I to XII inclusive * - - - 43-53 
Second Year : 

General Remarks -__-.-- 53 

Draughting ________ 5y 

Forging: 

Iron -_--_____ 54 

Exercises I to XIX inclusive - - - - 5 6-67 

Steel --------- 68 

Exercises XX to XXX inclusive - 70-74 

Moulding and Casting ------- 75 

Third Year: 

Machine Construction and Hand Work in Metal - - 75 

Exercises I to XH inclusive - 76-85 



PREFACE. 

The course of work of the manual training laboratories 
of this city is put into pamphlet form primarily for the 
benefit of our own instructors and for those most nearly 
interested in the schools and already haying some know- 
ledge of them. 

To others who may desire to know the meaning given to 
the term "manual training" as here used, the following 
facts may be of interest: From one laboratory, with one in- 
structor, and one hundred and fifty boys, in 1886, the sys- 
tem has grown till, in 1889-'90, there are thirteen labora- 
tories having as many teachers giving instruction to over 
sixteen hundred boys. 

The laboratories, each consisting of twelve benches with 
tool outfits, are so located about the city as to be convenient 
of access from the schools contributing classes. 

Two hours a week throughout the year are allotted in all 
grades of the training, which is in addition to the regular 
work of the schools done before its introduction. 

The forms of certain of the practice- work pieces in both 
wood and iron are either suggested or modified by ideas 
gained from Mr. C. M. Woodward's "The Manual Training 
School," as those have been found well adapted to giving 

the discipline sought. 

J. A. Chambeelain, 

Director of Wood-Work. 
J. F. MacNab, 

Director of Iron-Work. 
W. B. Powell, 

Superintendent. 
Washington, D. C, September, 1890. 



GENERAL REMARKS. 

The introduction of sewing, cooking and shop-work into 
the public schools of the city was merely broadening out 
and extending what has been doing in the majority of 
schools of this and other countries, for years. Free-hand 
drawing is as much manual training as shop-work is. So 
also is penmanship. 

If the hand and eye training secured by the study of draw- 
ing is of benefit to the pupil in co-operating with the mental 
work of the other branches, as is generally believed, it 
seems wise to extend this kind of training, if it can be done 
without infringing on the time rightfully belonging to any 
other equally important branch. 

r Manual training, as understood in the public schools of 
this city, includes everything in the course of study in which 
the hand does a part. It includes clay-modelling, stick- 
laying, and paper-cutting and folding in the lower grades; 
free-hand drawing in all grades; paper-model making, 
sewing, cooking and bench-work in the upper grades; and 
cooking, free-hand and mechanical drawing, moulding, 
forging and machine- work in wood and metal, and work in 
the botanical, physical and chemical laboratories in the 
High School. J 

'Among all these the position of the shop-work or me- 
chanical laboratory- work may be clearly seen. It is a part 
of a system, not a system apart, and must be in line with 
and co-ordinated with the other parts of the system, to se- 
cure that unity which is necessary to any system if it is to 
accomplish the best results. / 

/What, now, is the purpose of this system of manual 
training? / 

What is the purpose of any common school instruction? 



8 

The child is not sent to school to study arithmetic or alge- 
bra with the view of becoming a professional mathemati- 
cian or a teacher of these branches. He does not study 
language with the view of becoming an author or profes- 
sor of literature. Geography and history are not studied 
that the pupil may become a specialist in these lines. 
These branches with others are studied for the intellectual 
training, the mental development of the pupil. 

The small pupil does not mould in clay as a first step 
toward becoming a sculptor, nor cut and fold in dif- 
ferent designs the colored paper as a first step toward be- 
coming a designer. Free-hand drawing is not intended 
to lay the foundation for a career as an artist. Sewing 
and cooking are not intended to make professional seam- 
stresses or cooks. Bench-work is not to train boys to be- 
come carpenters, pattern-makers or cabinet-makers. We 
do not teach forging expecting the boy to become a black- 
smith, or teach him the use of the metal-working lathe that 
he may become a practical machinist. We are only seek- 
ing to give the best general education possible. This is 
the only proper aim of the common school. ' 

Of course every child may pursue in after life a calling 
for which some study or studies will give him a special 
preparation, while all studies will give him help in the 
way of general intelligence and fitness. Some of those 
studying arithmetic or algebra may have natural tastes 
that will lead them to become mathematicians; a taste for 
language may cause some to pursue literature, and so on to 
the end of the chapter. Shop- work may aid in developing 
tastes for mechanical pursuits, but in no greater degree 
than the other branches develop tastes in their respective 
lines. As boys of all tastes attend school, it is but right 
to treat all needs alike. Manual training may be said then 
to be a special help to the feAV, while it is a common benefit 
to all. 

What is the exact training given by the shop-work? In 
its various phases it cultivates and strengthens the pupils' 



9 

powers of observation, of thought, of application, and cul- 
tivates habits of precision. It gives direct and systematic 
development and education to these powers. How? 

All proper construction necessitates close observation,, 
careful thinking, painstaking application and accuracy in 
the disposition of details. The mind acts with the eye and 
makes what is seen intelligent, makes it mean some- 
thing, understands what is required; the will applies itself 
to the task of constructing, and the eye and hand make this 
construction accurate, precise. Both are trained. By this 
accomplishment the will is cultivated. 

All these powers of the boy are developed and trained 
by "doing." Thus the "doing" is not the end sought, but 
is only the means of acquiring the "power to do," which is 
the end sought. This power to do and this doing unite in 
training, in the boy or girl, powers which other school in- 
struction has not done, cannot do, does not attempt to 
do. The effect of the training of these powers is general, 
just as school training in other branches is, but it gives 
to a greater degree than other training, self-confidence and 
self-command, making the pupil more of a man or more 
of a woman because of this confidence and this command 
of self. 

Let the teacher see, then, that he has this tactual sense, 
this determinative avenue to the mind, as well as the mind 
of the boy to work on, and let him appreciate the signifi- 
cance of his work. 

The teacher must understand what his shop is for and 
what it is not for. It is to aid in the intellectual education 
of the boy. It is not to teach a trade. The real results are 
not to be seen in joint- work, boxes, stools, shelves or tables. 
These are only incidental, and are valuable only in propor- 
tion as they show on the part of the boy exercise of hand 
and eye and mind, in unison for a single purpose. 

Just what manual training is to do toward benefiting the 
boy cannot be explained to him so he can appreciate it. 
His interest must be gained, if possible, and retained by 



10 

other means. Happily nearly all children have a liking for 
this kind of work. A course of work should be arranged, 
then, that will in the best way stimulate and feed the child's 
interest. 

It may be that the planning of a course which, if it could 
be enthusiastically carried out by the boy, would give him 
the best training and at the same time would be most eco- 
nomical, would not be a difficult matter. It would involve 
a long and carefully-graded series of purely practice exer- 
cises and of abstract lesson-work, wholly theoretical as far 
as any application of the different lessons to the making 
of things is concerned. But the boy is full of the desire to 
"make something." This desire is fundamental and can- 
not be ignored; on it rests all hope of success. If then, 
a course of practice-work simply is followed, the teacher 
will find that, after the novelty is worn off, interest will 
flag. The teacher, whose province is nothing if not to cre- 
ate and renew enthusiasm in his pupils, cannot long hold 
the interest by a continuance of these exercises alone, for, 
though the boy may know that practice alone will produce 
skill and good workmanship, yet some inducement is nec- 
essary to foster the desire to attain them. There must be 
something appealing strongly to the boy's mind, to the 
original boy, to call out this desire for skill and make him 
persist in his practice until he attains a satisfactory de- 
gree of ability in this direction. 

The task of leading a boy through a practice-work course 
with enthusiasm would be found beset by too many diffi- 
culties to be overcome. The boy might be driven through 
it, but he could not be led. 

The other extreme is even more dangerous. If the boy 
were to plan a course for himself he would ignore practice 
work, work that is done solely for the acquirement of skill, 
and would begin upon the making of something as soon as 
he had been shown the use of the different tools. This 
would of course lead to immediate failure, meaning dis- 
couragement and consequent loss of interest. 



11 

Experience has shown that the most profitable course 
will avoid both these extremes, bnt will retain whatever 
is good in each. > 

The following plan was tried: 

After making one or two pieces intended to show the 
purpose of and to give some practice in the use of different 
tools, the boy was shown the drawing of a plain foot-stool 
or other equally simple object. The option was given him 
of originating a design of his own or of changing some of 
the details of the one shown; and he was required to make 
a working-sketch of the object he wished to make. The 
instructor then, by questions and suggestions, led the boy 
to decide upon the best order in which to work out the dif- 
ferent pieces in the object, and to give the reason for the 
particular order adopted. The first piece was then studied, 
all cuts to be made upon it being carefully noted. The boy 
was then given stock in the rough, the best method of re- 
ducing it to the required form being explained to him. 

By suggestion the boy was then led to decide that 
he would better take a small piece of rough lumber and 
practice upon it, making forms like those required in his 
plan. If one trial did not suffice, a second was allowed 
him. After some skill had been acquired he was permitted 
to work upon the pieces which were to be parts of his 
foot-stool. 

In a corresponding way the entire object was con- 
structed. Eveiy operation called for had its special prac- 
tice, the application following immediately, thus remov- 
ing the abstract character of the practice-work, and making 
it intelligible to the bgy. The connection between the prac- 
tice-joint and its application in the stool was carefully 
shown. When the first article was finished another was 
assigned involving more difficult construction. 

The advantages of this method seemed to be that, feeling 
that he was actually making something, the boy's interest 
would be sustained, and he would willingly take as much 
practice as in a purely practice course, because having the 



12 

application immediately before liim lie could see the reason 
for the form and would appreciate the value of accuracy 
and would be willing to practice for its accomplishment. 

But experience shows that it is difficult to realize all 
these advantages in practice. Then so many disadvant- 
ages arise to offset those that are realized that on the whole 
the course is not desirable. The experiment proved that 
the boy needs a general, long-continued practice on joint- 
work before he can proceed successfully. It is the general 
familiarity with, and dexterity in the use of, tools, and a 
knowledge of materials, rather than the knowledge of how 
to undertake and carry forward any particular operation, 
that makes the thinking boy capable of doing work that 
will encourage him. 

Instead of furnishing a means of turning the boy's en- 
thusiasm more easily and completely to his advantage, the 
trial course had the opposite effect. He became more im- 
patient than ever to rush ahead, and, after once actually 
commencing the making of a useful article, he looked upon 
practice- work with all a boy's disdain; even if he appre- 
ciated its value, he could not be made to work carefully 
and persistently at it. 

After the completion of one article, there was danger of a 
lapse of interest, which showed itself by an inclination to 
dawdle, and slight subsequent work. 

This course embodied the boy's idea of the situation a little 
too closely for his own good. It recognized the necessity of 
stimulating his interest, while it ignored the fact that it 
gave opportunity for results which were themselves causes 
counteracting this stimulation. Another step backward. 
toward a theoretical course must be taken, therefore. 

The boy must be started on the way to the making of 
something by giving him a course of exercise work, as com- 
plete as possible, counting on the first interest of the pupil 
and Avhatever interest the teacher can inspire and fos- 
ter to induce perseverance until skill enough is acquired. 
to warrant the undertaking of some very simple arti- 



13 

cle of use, which shall be made with a sufficient de- 
gree of exactness and excellence to encourage the boy 
to still further practice on more difficult exercises, In 
this way the practice work is made the chief feature 
of the course, and the making of the stool, box, etc., 
dependent on the ability gained by the practice, is yet of 
sufficient prominence in the boy's mind to give him the 
spur he needs. He will need, in any event, continual and 
aggressive inciting by the teacher, and the latter must be 
always active in directing his thoughts in the proper 
channels, away from trying to make something while con- 
struction may be in advance of his ability. 

The course of combined practice and utility work is 
supplemented by a single simple and useful piece, begun 
in time to be finished by the end of the year. The piece 
must be selected with a careful regard for the ability of the 
individual boy. It must be finished in the boy\s best style, 
to be kept for his own when completed. The fact of thus 
" making something for himself" may and should be held 
out to the boy as a strong inducement for patient work on 
his practice pieces. 



GRAMMAR SCHOOL COURSE. 

The following course of work embodies nothing purely 
theoretical, nothing Avhich exj)erience has not shown to be 
necessary. More could be added, but the time allotted and 
the boy's best interests considered in connection with that 
time make it inadvisable to introduce more. 

The forms and dimensions of the various pieces, and the 
order of succession and method of construction are likewise 
the results of the experience of different teachers, and are 
belieA r ed to be the best for our shops. If future experience 
should show that the experience which dictated any of these 
details was exceptional, or if, in future, exceptional cases 
arise, modifications should be and will be made. It must, 
however, be followed closely if the different schools of the 
District are to send boys to advanced work at the High 
School equally prepared. 

The work in clay and paper and in drawing, in the other 
schools, is similar in all schools of like grade all over the 
District. Our shop-work is a part of the same system of 
hand and eye training; therefore it should also be similar 
in all shops of like grade, in order to preserve its place in 
the system. 

In all courses the pupils should work from blue-prints. 
The accompanying cuts are reduced lithographs of the 
blue-prints used. The drawings for the first, second, third, 
fourth, and fifth years of the shop-work are distinguished, 
respectively, by the letters a, b, c, d, and e placed before the 
number of the drawing. 



16 



SEVENTH GRADE. 

EXERCISE I. 
Stock: Rough pine, 15 inches x G inches x 1 inch. 

1. Dress one side with the jack-plane. 

2. Finish flat with the smoother and mark thus, X. This 
mark is called the " face-mark;" .the side upon which it 
is placed is called the " working-face." 

3. Dress one edge with the jack-plane. 

4. With the jointer, finish the edge square with the X 
face, making it also straight and mark thus, II. This edge 
is now the "Avorking-edge." 

5. On the X face and from the II edge, gauge a line 1-2 
inch in from the rough edge. 

6. Finish this edge as in 3 and 1, exactly to the gauge line. 
Do not mark this edge. 

7. Finish the rough face, as in 1 and 2, making the board 
of uniform thickness. Do not mark this face. 

8. Squaring from II edge on X face, make a knife mark 1-2 
inch from one end. 

9. Saw off with the 18-inch panel saw, sawing to the line 
instead of on it, and leaving the end square with both X 
face and II edge. 

10. Repeat until good results are obtained, and then 
square off the other end in the same way. 

11. Mark the finished piece neatly with : 
Name, - - - - Age, 
Grade, .... School, - 

Date, 

REMARKS. 

Exercise I involves the use of the jack-plane, smoothing- 
plane, and jointer, try-squares, marking- gauge, cross-cut 
saw, knife, pencil, and ruler. 



17 

Before a tool is used its construction slionlcl be explained, 
with reasons for the particular shape and size, both of the 
entire tool and of its parts, as far as possible. Many of 
these points may be developed by questioning the boys, 
thus getting them immediately to thinking for themselves, 
which is an important end of all this training. 

This exercise gives the method of reducing rough stock to 
a finished size, although no definite dimensions are here re- 
quired, because the aim is to give the use of the various 
tools employed. The boy should be able before leaving this 
exercise to tell the process by successive steps and to give 
the reasons therefor. Keep the boy thinking. 

In this exercise and in one or two following, each opera- 
tion should be done by all pupils at the same time, after ex- 
planation and illustration by the teacher and at the word 
from him. The teacher may then make the round of the 
class and note results. He should criticize each boy's work 
before the whole class so the corrections may be for all;, 
this will make it possible to instruct a class of twelve or fif- 
teen. 

It will be found that some of the boys are not strong 
enough to get good results with the plane at first, on this 
rough lumber. But they will learn the method and the use 
of the tools, and will gain strength as they proceed. The 
first lessons cover the critical period of the) year; great care 
is therefore necessary in giving these lessons. 

A knowledge of the construction and the use of the tools 
needed and of the systematic method of reducing material 
to size is the purpose of Exercise I. 

Every finished piece of work should be carefully kept. 



18 



EXEKCISE II. (Fig. a 1.) 

Stock: Bough pine, 6 inches x 2 1-2 inches x 2 inches. 

1 — 7. Process of reducing to size as in Exercise I, noting 
dimensions on the drawing. 

8. Gauge the lines around the block lengthwise. 

9. Square around the block with a knife-line every half 
inch. 

10. Using the bench-hook, saw with the back-saw as indi- 
cated by the double lines on the drawing. 

11. Mark for putting away as in Exercise I. 

REilARKS. 

The meaning of a working-drawing must now be ex- 
plained and illustrated by sheet No. al, which shows how 
the block is to be treated to give practice in reducing to a 
definite size, and further use of gauge and knife marking, 
and the use of back-saw and bench-hook. Continue the 
class work, criticizing the work upon each step before the 
entire class. Give especial attention to practice with the 
marking-gauge. 



19 

EXEBCISE III.— Chamfered Block (Fig. a 2). 
Stock: Kongli pine, 8 inches x 5 inches x 1 inch. 

1. Keduce to required size as in Exercise II. 

2. Lay out the gauge and knife lines for cornering or 
chamfering, and also gauge and divide the center line on 
both faces. 

3. Chamfer the ends first, cutting from each side toward 
the middle. Use the straight face of the chisel next to the 
work and cut exactly into the lines. 

4. Chamfer the sides. Be careful to note the direction of 
the grain. Make the chamfered surfaces flat. Test against 
the side of the chisel. 

5. Place the work upright in the vise and bore the re- 
quired holes, beginning at the X face. Bore until the point 
of the bit appears on the back side, then remove the bit and 
finish from the back side, after noting how near to the di- 
vision-mark the bit-point made its appearance. 

G. Mark for putting away. 

REMARKS. 

The reducing to a size and the principles of laying out 
work on the dressed piece have been shown in Exercises I 
and II. Here is the next step — cutting. 

As the class advances it will not be wise to delay the more 
rapid workers or hurry up the slow ones too much, in order 
to keep all apace with the average boy, but as many as can 
should be kept together. If some of the class advance so 
as to get much ahead of the average, let them be given one 
of the "Extra" Exercises best adapted to their stage of 
progress. Let it be understood that it is an honor to be 
given an "Extra" Exercise. 

As progress is made, more than one step at a time may be 
outlined. 



20 



EXERCISE IY.— Moulding (Fig. a 3). 
Stock: Rough pine, 7 inches x 2 1-4 inches x 2 inches. 

1. Reduce to finished size. Remember the face marks. 

2. With gauge and dividers lay out both ends, connecting 
by gauge-lines along the sides, as far as possible, corre- 
sponding points on the ends. 

3. Cut out the needless corner first, square and smooth, 
with the chisel. 

4. With the chisel, as in chamfering, cut the convex sur- 
face. 

5. ( 
slowly. 

(>. Mark for putting away. 



This is a very interesting exercise, giving excellent prac- 
tice with chisel and gouge. The chiselling is best done as 
shown by the series of end-views on the drawing, continu- 
ing the process until a smooth surface is obtained. Do not 
use sandpaper, for the value of the exercises is in the deli- 
cate handling of the chisel and gouge. 



>? 



V5^ 



■* 
Q* 



"J/- 



21 



EXERCISE V.— Half -joint (Fig. a 4). 
Stock: Pine, 10 inches x 1 1-4 inches x 7-8 inch. 

1. Reduce to finished size. 

The lumber from which the stock is cut is already planed, 
so that the 7-.8-inch-diinension remains unchanged. The X 
face is therefore selected and marked without first having 
to dress it. 

2. Lay out for both cuts with rule, knife, gauge, and 
square. 

3. Make both cuts*, sawing exactly to the lines, and re- 
move the waste stock with the chisel. Test the straightness 
and flatness of the sides and bottom of the cuts against the 
face and side of the chisel. Test also with the try-square. 

4. Saw apart and put the joint together. 

5. Mark for putting away. 



Up to this point all cuts made have been independent of 
each other. A new step is now undertaken— fit Ling to- 
gether the parLs cut. This will test the accuracy of the 
planing, sawing, laying out, and cutting. 

The pieces are kept in a single long piece to make the 
planing easier in the first place and to prevent ruining 
the work by the boy's ignorant attempts to force the parts 
together before they are properly cut. The teacher should 
not allow them to be cut apart until he has approved the 
cutting. 

EXERCISE VI.— Glue-joint. 

Stock: Pine, 12 inches x 2 inches x 7-8 inch; walnut, 12 
inches x 2 inches x 7-8 inch. 

1. Dress each to 12 inches x 1 3-4 inches x 3-4 inch. Se- 
lect two of the 1 3-4-inch faces to be joined, and be especially 
careful to make them smooth, straight, and flat. 



22 

2. Apply a thin, even coating of glue to both these se- 
lected faces, place them together and secure them with at 
least three clamps. Have the clamps in readiness to put on, 
before applying the glue. Put the work away until the next 
lesson to give the glue time to harden or "set.." 

3. Finish by removing any hard bunches of superfluous 
glue with the chisel (they will scratch the face of a plane), 
dressing all four sides, if necessary,, to leave the piece 
smooth and square. Square the ends with the back-saw. 

4. Mark for putting away. 

REMARKS. - 

This piece will test the pupil's ability with the plane, and 
show him the use of the hand-clamps in making a glue- 
joint. If the gluing is completed before the end of a lesson, 
the stock for the next exercise may be given out. 



-i+3+A* 



4 

o 

4, 






5D r 



Q 



h:?/- 



-J 



o 



o 



23 



EXERCISE VII.— Bench-hook (Fig. a 5). 

Stock: Pine, 11 inches x 8 inches x 7-8 inch; pine, 13 inches 
x 1 1-4 inches x 7-8 inch; dowelling, 7 1-2 inches x 3-8 
inch. 

1. Reduce to finished sizes. 

2. Locate the points for boring on only one side of the 
6-inch pieces. 

3. Clamp one of these 6-inch pieces in place on the board, 
place the work in the vise, and bore as in the chamfered 
block. Mark the piece and that end of the board to which 
it belongs with the same number. Remove the clamps and 
repeat with the other piece and the other end of the board. 

4. Saw the (towelling into four pieces of equal length. 

5. Apply a thin coating of glue to all surfaces to be joined, 
put in place, and drive in the do we] ling carefully. Put on 
two clamps at each end of the board, and put away until the 
next lesson to allow the glue to set before finishing. 

6. Remove any superfluous glue with a chisel, trim off the 
projecting ends of the dowel pins and finish all with a plane 
if necessary. 

7. Mark for putting away. 



This is an application of the previous exercise hi gluing, 
involving the use of dowel-pins, and is the first work of 
practical utility thus far undertaken. If properly treated, 
it will serve to stimulate the boy to renewed care and give to 
his work an added interest, which will outlast this particu- 
lar exercise and aid in future work. According to the boy's 
need, it may be made to give him encouragement to further 
practice work by showing him that, because of the practice 
he has had, he is becoming able to do a fair piece of work of 
some use, or it may be made to teach him the necessity of 
further practice by showing him that he has not yet had 



24 

enough to enable him properly to make anything as simple, 
even, as this bench-hook. In either case the teacher must 
strive to make the result inspire the boy to more and careful 
practice. If necessary, now, if indeed it has not been found 
necessary to do so before advancing thus far, the boy may be 
told that he may, before the end of the year, make some- 
thing for himself if he will persist in this practice until he 
is able to make something worth keeping. 

Encourage the boys by inducing, if possible, a spirit of 
generous rivalry between them and the boys of the other 
shops in the city. This has been turned to good account 
in the past. 



25 



EXERCISE Till.— Halved-together Dovetail- joint (Fig. 

a 6). 

Stock: Pine, 10 inches x 1 1-4 inches x 7-8 inch. 

1. Reduce to finished size. 

2. Finish as in Exercise V, using the bevel to lay out the 
oblique lines of the dovetail. 



26 



EXERCISE IX.— Mortise-and-tenon Joint (Fig. a 7). 
Stock: Pine, 10 inches x 1 1-1 inches x 7-8 inch. 

1. Reduce to required size. 

'2. Lay out, nsing the mortising gauge instead of the single 
gauge. After locating the mortise on one side, square 
around and locate it on the opposite side. 

3. Saw out the tenon. 

4. Begin the mortise by boring through two holes of less 
diameter than the width of the finished mortise. Finish 
with the mallet and chisel, cutting from both sides toward 
the center. Use the straight face of the chisel toward the 
ends of the mortise. Test the cutting against the face and 
sides of the chisel. 

5. Saw apart and put together, keeping the X faces on the 
same side of the joint. Plane off the top of the joint if 
necessary, to make it smooth. 

G. Mark for putting away. 



This is the first inside cutting that has been attempted. 
If it prove troublesome, let the boy try a larger mortise in a 
waste piece. 



X 






X 





— If- 

T" 
JL 

X 


fi- 




X 


fe 




i 
r. 








xr 



>< 



'.Hi \S- 



Q 



X 



3 



X 


y< 




X 




X 



EXEBCISE X.— Square Frame (Fig. a 8). 

Stock: Pine, 14 inches x 1 1-1 inches x 7-8 inch, two pieces, 
each containing a mortise piece and a tenon piece. 

1. Reduce to 11 inches x 1 1-8 inches x 7-8 inch. 

2. With a knife-mark divide each piece into two equal 
parts. With a light pencil-mark, divide each half into two 
equal parts, and from these last points of division lay out, 
with knife and gauge, the mortises and tenons, the right 
distances apart. 

3. Saw the mortise-piece and tenon-piece apart at the cen- 
ter knife-mark, and cut the mortises and tenons as in Exer- 
cise IX. The surplus stock will permit the cutting of the 
mortises with less danger of breaking out at the ends and 
will allow for trimming off the ends of the tenons after the 
frame is put together. Test the work. 

1. Put the frame together with the X faces all on the same 
side of the frame. Trim off superfluous stock at the ends. 
5. Mark for putting away. 



All joints heretofore made have been independent of any 
other joints. Here is an application of the joint work in 
this first experience in framing. Each joint here depends 
on every other one, and unless all are accurately made, no 
one will fit properly. 



28 

EXERCISE XI.— Oilstone Box. 
Stock: 20 inches x 3 1-2 inches x 1 1-4 inches. 

1. Reduce to a width 1 inch greater than the stone to be 
fitted. Leave the piece the present length until the cutting 
is completed, to avoid the danger of splitting the ends. 

2. Lay out for one cut the exact length and width of the 
stone. Make each dimension of the other cut 1-16 inch 
greater. This will be the lid and will thus go on and off 
easil> . 

3. Out out both to a depth equal to the thickness of the 
stone. Cut only to within 1-8 inch of the lines until the 
right depth is cut, then finish exactly to the lines. 

4. Saw apart and square off the ends 3-4 inch from the 
cur. Chamfer the top of the cover slightly. 

5. Mark for putting away. 



Here is another piece of practical use for the shop and one 
involving considerable skill and patience. The finishing of 
•so large a surface with the chisel is new to the boy. He 
may be told that if he shows proper care in this exercise he 
will be allowed to begin the "making of something" next. 

EXERCISE XII.— Selected Piece. 

This is to be the piece which the boy has been looking for- 
ward to as the "something" which, when completed, shall 
be his own. He must not be allowed to select for himself 
entirely, for the boy least capable of doing good work would 
quite likely choose the most difficult piece. The teacher 
should select from the various blue-prints a few adapted to 
the abilities of the boy in hand, and allow him to choose 
from these what he will make. 

All the prints are designed to give as near as possible the 



29 

same kind of practice, differing only in degree, and in this 
not widely. 

After choosing, the boy should be encouraged to make 
any change in the design of the article which may suggest 
itself to him, using the bine-print as a type. If he does not 
do this for himself, the teacher should suggest changes, in 
order to introduce variety among articles of the same kind. 
The designs for inlaying will naturally be different, and the 
beading, chamfering, etc., may also be easily varied. Be- 
fore inlaying upon the box, stool, or other article, practice 
should be given upon a small piece. 

GENERAL REMARKS UPON THE FOREGOING. 

One of the first questions occurring to the teacher is 
"How long ought a boy to be kept upon any one exercise if 
he does not have success." The principle underlying the 
answer to this question is the same one made prominent in 
the first "General Remarks.' 7 This is a school for mental 
training, not a shop for teaching a trade. If it were the lat- 
ter, if we were trying to teach the boy to make a nearly per- 
fect joint, we would keep him at it until he could 'do it, or, 
at least, until he could go on with certainty. But the joint 
is a means and not an end in our system. It is the doing we 
are aiming at, and, except that the boy attaches the more 
importance to the joint, we would have him do the same 
piece but once in his practice. But, for his own ultimate in- 
terest and encouragement, the doing must be done fairly 
well, judged by his own standard of ability, hence more than 
once doing may be necessary. The medium must be care- 
fully struck; it is doubtful if any one joint should be 
made- more than twice by the average boy. 

Some may choose to try it a third or a fourth time, and 
should be allowed to do so. Others will be benefited more 
by only once doing. The instructor must, as early in the 
course as possible, determine each boy's standard and recog- 
nize his individuality. Do not regard the joint, be it well or 
ill made, until after considering the boy. The pupil must 



,30 

understand that the teacher wishes to put him ahead and 
will do so as rapidly as he is able to go, and that the number 
of times any joint or exercise has to be repeated depends 
much upon the care used in the first trial, exclusive of the 
result. 

It seems hardly necessary to suggest the evil tendency of 
showing a pupil how to accomplish an operation by doing 
for him upon his piece any work, and allowing him to pass 
in the finished product as his own work. When it is neces- 
sary to show the manner of doing any portion of a task, it 
should ahvays.be done upon another piece of material. Let 
this be made a fixed principle with the instructor. This will 
remove all chance for the boy to feel any hesitation in claim- 
ing the work as entirely his own production. 

The adding of finishing touches here and there to a piece 
of work by the teacher cannot be defended on the ground 
that the service is very slight. The pupil must learn early 
that all his work calls for care and patience in seemingly 
minor matters. In no other way can he be restrained, when 
he sees his piece nearing completion, from rushing ahead at 
a, pace which implies carelessness and consequently partial 
failure. 

The boy must be made to feel from the beginning that his 
success will depend on his own efforts. It is the lesson of 
life. It cannot add to the bitterness of failure. It insures 
a, fuller meaning to success, and adds infinitely to its enjoy- 
ment. 

The instructor must always protest against, and as far as 
possible prevent, any "hit or miss" methods of work, even 
in the smallest detail. The boy must see the evil of such 
work, and that a habit of precision and certainty must be 
acquired if he is to do himself justice. He must see that 
there is a right way and that self-interest demands its ob- 
servance. This attention to proper method will lend dig- 
nity to the shop-work as nothing else can. 

The boy must see habits of neatness and order on the part 
of the teacher, both in his personal appearance and his man- 



31 

agement of shop affairs. He must always hear correct 
English and hear everything called by its proper name, and 
must himself be made to observe the same care. This is as 
important as proper methods of work. 



EIGHTH GRADE. 
GENERAL REMARKS. 

One drawback to the complete success of manual training 
as given in our schools will be felt at the beginning of a 
second year's work, if, indeed, the instructor has not discov- 
ered it before. It will be found that some pupils will forget 
from one week to the next, not only things they have been 
told, but things they have done and which may have been 
doubly impressed upon their minds by failure. Likewise 
the little skill they may a* cquire during the course of a lesson 
will be partially lost before it is called into use again. This 
will naturally be most noticeable during the early part of 
the year. Especially will this loss show itself after the sum- 
mer vacation, when the boy returns to school for his second 
year's work. 

He may not understand, and therefore will not willingly 
recognize, this lapse of ability in himself, so in this case the 
instructor will need to exercise some care and patience 
during the few lessons which will be necessary before the 
pupil attains his former standard. 

The work is so varied, and the time spent on a single kind 
of work so limited, that the pupil does not become me- 
chanical, as is the case with skilled specialists. 

The more habitual it becomes for a man to do a particular 
thing, so much the less thought does he expend upon it. 

We want it to be necessary always for the pupil to think 
closely before he puts a tool to its work; there is, therefore, 
no attempt or desire to have the pupil form this " habit of 
work." But this involves the drawback alluded to. 

The course for the Eighth Grade can be made more inter- 



32 

esting for the boy than was that of the previous year, since, 
if he was then carefully dealt with, he begins now with a 
familiarity with tools, a fair knowledge of materials and 
methods, and with a certain degree of skill of hand and eye. 
But of little profit are these to him if he has not been so 
directed in the past that he has, by success upon simple 
work, been made to feel the value of this acquired power. 

And of little profit, too, will this knowledge and skill be 
to him in the future if he is not now, as heretofore, carefully 
restrained and led. He may be told that, as he was careful 
and patient in his last year's work upon practice exercises, 
his work this year will be less of that nature, yet he must 
not be allowed to infer that he is to be permitted, in any de- 
gree whatever, to forego his previous strict observance of 
method and thoughtful care in his work. 



33 



EXEKCISE I.— Double Mortise-and-tenon Joint (Fig. b 1). 
Stock: Pine, 10 inches x 2 1-4 inches x 7-8 inch. 

1. Keduce to finished size. 

2. Lay ont the mortises and tenons. 

3. Cnt the mortises and tenons. Test. 

4. Cut apart, join, and trim. 

5. Mark for putting away. 



This is an operation made familiar by the previous year ? s 
practice on the simple joint of the same kind. This fa- 
miliarity will aid the boy in regainng whatever of method 
or skill he may have lost during the long recess, being 
bettor adapted to that end than new work would be. 



34 



EXERCISE II.— Dovetail- joint (Fig. b 2). 
Stock: Pine, 12 inches x 2 1-1 inches x 7-8 inch. 

1. Reduce to size, 11 1-2 inches x 2 inches x 7-8 inch. 

2. Lav out the dovetails on one end. 

3. Out the dovetails with the back-saw and chisel. If the 
dovetails are well cut, saw off the 3 1-2-inch dovetail piece. 
Otherwise saw off the dovetails and try again, 

4. Mark the tenons by laying on the dovetail piece and 
marking around the dovetails. 

5. Cut the tenons with back-saw and chisel. If the tenons 
are well cut, saw off the 3 1-2-inch tenon piece. Otherwise, 
cut off the tenons and try again. 

6. Join and smooth off the ends of the dovetails and 
tenons. 

7. Mark for putting away. 

REMARKS. 

This is both old and new, and thus, while being retrospec- 
tive, it prepares for new work involved in the next exercise. 









4-* 


^Qv^ 


111" 






°* 












— t* - 

- - ■$; 
















— +* — 



















■?£" > 


jj- 

rir 

- £ 


p. 
<• 




4#, 




w» 





■Wtaus wQw^l 



b 







"~T T~ 

I 



■^wj^nso^rorT - 



-J 



V 






35 



EXERCISE III.— Dovetailed Box (Fig. b 3). 

Stock: Two pieces 17 inclies x 4 inches x 1-2 inch, each 
containing one side and one end. 

1. Reduce width of one piece to 3 5-8 inches and square 
off one end. Gauge on the X face the line for sawing the 
joined box apart to form the lid. 

2. On this square end, lay out and cut the tenons. If 
poor, cut off and try again. Otherwise, saw off the right 
length (7 inches) for one end-piece, and lay out and cut the 
tenons on its other end. If poor, cut off and try again. 

3. Mark out the dovetails by laying on the tenon piece. 
Cut the dovetails. If poor, cut off and try again. Other- 
wise, saw off the right length (9 inches) for the side-piece, 
and mark out and cut the dovetails on its other end. If 
poor, cut off and try again. 

4. Cut the second piece of stock to the same width and fol- 
low the same order in cutting, making the lengths of the 
end-piece and side-piece the same as the others were when 
finished. 

5. Join with glue. 

6. Glue on the top and bottom, the stock for which is left 
rough-size and 1-4 iuch longer and wider than the joined 
box. 

7. After the glue is hard, dress with the smoothing plane 
the entire outside of the box. Do not plane off the gauge 
line. 

8. Saw the box and lid apart at the gauge line with the 
back- saw. 

9. Dress the sawed edges with the jointer. 

10. Put on hinges and lock or hook and eye. (Brass 
hinges and a lock with screws may be obtained by the boy 
for twenty-five cents or less.) 

11. Inlay the top of the lid with an original design and 
inlay an escutcheon around the key-hole. 



36 



This is not an easy exercise nor a short one. Any ten- 
dency to relax careful work npon it ought to be dispelled 
from the boy's mind by the knowledge that the box will be 
his after completion, provided it is sufficiently well-made 
to reflect credit upon the schools. 

1 1 the instructor decides that this application of the 
dovetail joint is too difficult for any particular boy, it may 
be modified by putting the box together in the same man- 
ner, using the application of the finger- joint instead of the 
dovetail. 

In any event very careful work is called for and must be 
insisted upon. 

EXERCISES IV, Y, and VI, etc.— Selected piece. 

(If necessary, the boy may be given more practice in the 
lines in which he has shown himself deficient, before going 
on.) 

The same care must be used in assigning the various 
drawings to different pupils that was used in selecting the 
final piece last year. As much choice as is consistent with 
such care should be allowed. 

There would be no objection to making any article 
not included in the drawings furnished, if, after seeing the 
boy's idea expressed in a working-sketch, the instructor 
decides that it is suited to the boy's ability. 

The development of originality is a good feature of al- 
lowing outside work done. Some will desire to undertake 
work manifestly too difficult. The effect of allowing such 
attempts may prove disastrous, but the effect of denying 
permission to do so may be almost as bad, unless the 
teacher is patient in his endeavors to explain all the diffi- 
culties, and thus persuade the boy to try something sim- 
pler. 

The boy should be treated as a reasonable, responsible 
person; he must be given the reasons for any such denial 



37 

by the teacher. He will not be content if, like a child, he 
is pnt off by a simple refusal. Treat him as one capable 
of judging what is best for his own interest and let him 
see that his teacher is depending on him. In nearly every 
case the boy will exert himself to do what he sees is ex- 
pected of him. There may arise a case where it seems better 
to permit the boy to make what he wishes, rather than to 
risk the result of a refusal, but fairness to, and the effect 
upon, the others of the class must be considered before 
such a decision is reached. 



HIGH-SCHOOL COURSE. 

FIRST YEAR. 
DRAUGHTING. 

It has seemed undesirable to have the eighth grade pu- 
pils, and much less those of the seventh grade, attempt to 
make the drawings from which they work. During these 
two years of shop-work they will become able to read 
easily or with slight aid any of the simple drawings put 
before them. They will understand what a working draw- 
ing is. 

In giving the pupil practice in the actual work of pro- 
ducing a working drawing, too much must not be expected 
at first of the average boy. The details of accurate me- 
chanical drawing are new to him, and the results must be 
counted satisfactory if they mean a clear idea of princi- 
ples with but little skill in actually applying them. As 
a means of impressing upon the boy the importance of 
precision, order and neatness, this branch of training sur- 
passes all others. 

The draughting of the joints and models will show him 
the use of his instruments, and as he is already familiar 
with the objects, the proper manner of developing the 
various views of them upon paper will not be too difficult, 
as might be the case if unfamiliar objects were given him. 

Instruments Needed. 

An individual drawing-stand, a drawing-board, four 
thumb-tacks, T square, 45 degree triangle, 60 degree by 30 
degree triangle, irregular curve, 12-inch scale without 
joints, one pair dividers with pen and pencil points, one 
right-line pen, a hard pencil, an eraser, and prepared] 
India and carmine ink. All these except dividers, pen, 
pencil and eraser, are furnished by the school. The divi- 
ders should have about a 41-2 inch leg. A small ruling 

39 



40 

pen or one of medium size is better than a large one. Sets 
of these two instruments with attachments cost from 
twenty-five cents to several dollars. The pupil should buy 
as good instruments as he can afford. The pencil should 
be kept for this use alone. A HHHH Dixon, or Faber's 
equally hard, is right. 

EXEKCISE I.— Joint or Model. 

1. With thumb-tacks, fasten in the center of the draw- 
ing-board, and square with its edges, a sheet 13 inches x 10 
inches, of brown paper. 

2. In the center of the sheet locate and draw, very 
lightly, a border line 11 inches x 7 inches. 

3. Decide upon the number of views to be made, deter- 
mine the proper arrangement on the sheet, and compute 
the actual space they will take up horizontally and per- 
pendicularly, so as to know how to dispose of the remain- 
ing space equally among the different views and between 
them and the border lines. In allotting this space, re- 
member to allow for the lettering. 

4. Draught the different views, connecting with broken 
lines and placing the dimension lines and dimensions 
neatly and in such a way as not to complicate the draw- 
ing. 

5. Print the title. 

6. Ink all curved lines first; then begin at the top of the 
sheet and ink all horizontal lines in order down across the 
sheet, shading where necessary. Beginning at the left- 
hand side, ink all perpendicular lines in the same way 
across to the right-hand side. Then ink all remaining 
oblique lines, dimension lines and the lettering. Lastly, 
ink the border lines. 

7. Clean with eraser. 

8. Put on the tracing paper, being careful not to move 
the drawing on the board, and trace in ink, in the same or- 
der observed in inking the drawing. 



41 

9. Bemove both tracing and drawing and trim the edges 
parallel to the border lines and 3-4 inch from them. Cnt 
with a sharp knife-point against a metal straight-edge held 
firmly down. 



Let the joint or model be placed before the boy, and after 
a careful explanation of what is required, and an illustration 
of the correct use of each instrument needed, leave the 
boy to put his thought upon paper as he best can. His er- 
rors or mis judgments may then be pointed out. The draw- 
ing should then be corrected and inked. Especial atten- 
tion and importance should be attached to the lettering, 
the more so as the boy will be inclined to consider it of 
little moment. 

EXEKCISE II.— Joint or Model. 
Follow the same process as in Exercise I. 



Assign a second joint or model, giving specifications 
only, and let it be worked out from these entirely. The 
tracing of this may be used in taking the first blue-print. 

EXEKCISE III.— Turned Piece. 

1. As in Exercise I. 

2. As in Exercise I. 

3. As the outline of all surfaces of revolution is symmet- 
rical with respect to a center line, we need represent only 
half of this object. This will be the upper half above a cen- 
ter line lengthwise of the sheet and midway between the 
upper and lower border lines. Draw and ink as before. 
Make center and dimension lines in red ink. 

4. Clean, trace and trim, as in Exercise I. 

5. Take a print from the tracing. 



42 



REMARKS. 

This is the drawing of what the boy will himself turn at 
the lathe. Assign different pieces to different boys, hay- 
ing regard for the abilities shown in the previous exer- 
cises. Give the boy a well-turned piece and let him make 
a careful, free-hand sketch with all the dimensions. Take 
away the object and let him draught from the sketch he 
has made. 

Give close attention to the tracing, especially of the 
curyed lines in the drawing. As the boy has seen a blue- 
print taken by the instructor, let him take the print of this 
sheet by himself. 

EXEECISE IV.— Cone-pulley Pattern. 

Draught as heretofore. The differences necessitated by 
the different use to be made of the object (pattern) will be 
explained by the instructor. 



This is real pattern-draughting. The instructor must 
therefore giye a talk upon moulding that an idea of the 
simplest process may be gained, thus explaining the rea- 
son for the manner of draughting a pattern. 

EXEKCISE V.— Casting, Pattern and Core-box. 

As in Exercise IV. 



This will necessitate a further understanding of mould- 
ing, use of cores and core-box. 

WOOD TURNING. 

The actual introduction to this work should be prefaced 
by a talk upon the shop and all its appliances, power, etc., 
by explanations of and practice in the putting on, taking 
off and shifting of belts and the oiling of shafting and spin- 
dles, and by a careful explanation of the lathe. 



etf 



43 



EXERCISE I.— Cylinder (with gouge) (Fig. c 1 and 2). 
Stock: Pine, 8 inches x 2 inches x 2 inches. 

1. Center, by drawing the diagonals of the square ends of 
the block. 

2. Drive upon the spur-center firmly and bring up the 
tail-center, lubricating with a drop of oil. Adjust the rest. 
Revolve the lathe by hand to make sure the work will turn 
easily and without interfering with the rest. 

3. Start the lathe and rough off the corners of the block. 

4. Set the calipers to a size a little less than the present 
diameter of the work and cut to an even cylinder. Obtain 
a smooth surface and exact diameter if possible. 

5. Try another size still smaller and thus work down to 
the required diameter. 

6. Cut off the required length, cutting in at the end next 
the tail- center first. 

7. Mark with name, date and "No. 1," and put away. 

REMARKS. 

The exercise should be gone through with before the class 
and the use of the gouge explained. Caiftion against mis- 
takes and accidents must be emphasized. 

Uniformity of diameter rather than finish or exact di- 
mension should be insisted on at first. The 1-inch diameter 
should be reached only after having tried as many different 
diameters as the size of the stock allows, thus giving op- 
portunity for practice before finishing finally. 

The manner of cutting off in the lathe should be very 
carefully shown. At the end of the lesson the boy should 
throw off the driving-belt, brush and wipe clean his lathe 
and tool board, and arrange his tools in good order. 



u 



EXEKCISE II.— Cylinder (with gouge and chisel) (Fig. c 
1 and 2). 

Stock: Pine, 8 inches x 2 inches x 2 inches. 

1, 2 and 3. As in Exercise I. 

4 and 5. As in Exercise I, using the chisel instead of the 
gouge. 
6 and 7. As in Exercise I, "No. 2." 

REMARKS. 

After an even cylinder has been turned having as large a 
diameter as possible, the use of the chisel is shown. 

Insist upon the cutting method whenever possible. Com- 
pare the scraping method to the planing of a board across 
the grain, thus showing it to be undesirable. Work the 
cylinder to required size by stages, as in Exercise I. 



45 



EXERCISE III.— Stepped Cylinder (Fig. c 3). 
Stock: Pine, 8 inches x 2 inches x 2 inches. 

1. Finish to an 1 1-2-inch cylinder with the chisel. 

2. Mark plainly with the chisel point about 1-2 inch from 
the left hand end". From this mark, lay out with the chisel 
point all distances, as the work proceeds, and when fin- 
ished cut off at this mark. 

3. Lay off the first length, start the shoulder, and turn off 
all the rest of the cylinder to the next diameter. 

4. Finish the other cylinders in the same way. 

5. Cut off and mark "No. 3." 



46 



IEXERCISE IV.— Conical Surfaces (Fig. c 4). 
Stock: 8 inches x 2 inches x 2 inches. 

1. Reduce to 1 1-2 -inch finished cylinder. 

2. Mark, with chisel point, around the center and lay out 
all other points to right and left from this. 

3. The long tapers are best cat by cutting down a square 
shoulder, as shown by the dotted lines in the blue-print, at 
the small end of the taper, and cutting the corner enclosed 
by the dotted lines afterwards. Then cut the center V. 

4. Cut oft' and mark "No. 4." 



In this and the two following exercises care must be 
taken to preserve the symmetry of the two halves of the 
piece. If the proportions of one side are changed by mis- 
take or accident, let the other be turned to correspond, then, 
if otherwise the workmanship is good, the piece may be ac- 
cepted. These exercises should be cut clean and smooth, no 
^sandpapering being allowed. 











T T 

I 








1 i 
t |* 








1 1 
1 1 






1 f 
1 1 

I 1 


/ 






1 1 
| 1 
to 






| «K 




o 


I 
1 1 
■ 1 

1 


-f- 










I *K 


*-$•--* 




•k^ - * 


^ — 




rfc 


a J"5 


"^^^1 


1 ^ 


-i-— . 




1 

1 

1 1 








<-f* 






| 1 
2vs 


\ 




r 

1 i 


\ 




i i 


\ 




! 
1 1 

r 


,_!•_., 




. 


-1 .J, 










• 















-JfH 










t-y- 








e T T 

^60 1 








jL 








^> 1 






-s* 1 




i^E 


^1* 




! C- 8 


3 ' 




/kf* 




1 






* 


* 1 






]i 








1 


> • 

V5 


£_ 4 > 


M*K- 






1 

1 


O 




-1 


l 






&i 1 




\l * 




l 




\H»7" J 








r JT 




«. i 






hH 








QE 


-1* 










*f , 










Tl 




%f> 






**- 







47 



^EXERCISE V.— Conical Surfaces and Beads (Fig. c 5). 
Stock: Pine, 8 inches x 2 inches x 2 inches. 

1. Reduce to 1 1-2-inch finished cylinder. 

2. Lay out the marks at the center for the sides of the cen- 
ter bead, and lay out all others from these. 

3. Cut the tapers as before to a square shoulder at the 
small end. Cut the bead at the center. 

4. Turn down the ends to smaller cylinders of required 
diameters and cut the beads. 

5. Cut off and mark ""No. 5." 

EEMAEK 

Practice in turning beads may be given on a waste piece. 



48 



EXERCISE VI.— Compound Curves (Fig. c 6). 
Stock: Pine, 8 inches x 2 inches x 2 inches. 

1. E educe to 1 1-2-inch finished cylinder. 

2. Lav out from the center, as in Exercises IV and V. 

3. Cut the loug curves, using the narrow gouge in the part 
of shortest radius. 

4. Cut off and mark "No. 6." 

REMARK. 

Criticize with regard to form as well as symmetry and 
workmanship. 



~T — T~ 



6^ 



<- - i" 




49 



EXEKCISE VII.— Compound Curves, Cylinders and Beads 
(Fig. c 7). 

Stock: Pine, 8 inches by 2 inches x 2 inches. 

1. Keduce to 1 1-2-inch finished cylinder. 

2. Lay off from one end, as in Exercise III. 

3. Cut the long curve. Finish the ends. 

4. Cut off and mark "No. 7." 



50 



EXERCISE VIII.— Mallets (Fig. c 8). 

Stock: Oak, 13 inches x 4 inches x 4 inches; 13 inches x 
1 1-4 inches x 1 1-4 inches; two pieces. 

1. Reduce the 4-inch x 4-inch piece to a 3-inch finished 
cylinder. 

2 S Allow about an inch between the two heads, at the cen- 
ter, and Jay out each way from these marks. 

3. Cut down the center and ends to a less diameter than 
the heads when finished and taper the ends of the heads. 
Cut the beads. 

4. Cut down at the ends of the heads to about 3-4 inch, 
leaving the ends slightly convex, like the head of a hammer. 
Finish with sandpaper and oil. 

5. Remove from the lathe and cut off waste stock with the 
back-saw. 

6. Turn the handles. The straight part should be cut a 
little longer i han the diameter of the head, to allow for trim- 
ming. The part of smallest diameter must be cut with the 
narrow gouge, to prevent too much chattering. Finish with 
sandpaper and oil. 

7. Cut off, bore the heads, and wedge in the handles. 
S. Mark "No. 8." 



Explain the proper way of boring the heads, having re- 
gard for the grain of the wood, and the same in wedging the 
handles and in putting them in. 






51 



EXEKCISE IX.— Turned Base (Fig. c 9). 
Stock : Walnut, 7 1-2 inches x 7 1-2 inches x 1 inch. 

1. Turn by the steps as shown by the blue-print. Finish 
with sandpaper, oil, and shellac. 

2. Mark "Xo. 9." 



52 



EXEKCISE X.— Cone-pulley Pattern (Fig. c 10). 

1. Build up stock: Pine, 6 inches x 6 inches x 4 inches. 

2. Turn up the face and circumference. 

3. Turn the chuck and finish. 

4. Mark "No. 10." 



This must be turned by a shrink or pattern maker's rule, 
being designed to give an understanding of pattern turn- 
ing. Care in building up the stock, selection of wood and 
gluing must be observed, and the other distinctive features 
of pattern work made prominent. 



53 
EXEBCISE XL— Yases and Goblets. 



These are excellent as studies of form, and test the single- 
ness of eye and hand. 

EXERCISE XII.— Selected Pieces. 



If there is still time, the boy may be given a choice of a 
final piece, or if he has no preference, assign him something 
from the drawings on hand. He should be encouraged to 
turn something to carry away as a memento of his work at 
the lathe. 

SECOND YEAR. 
GENERAL REMARKS. 

The manual training in the second year of the High 
School, which includes mechanical drawing and shopwork 
in moulding and forging, is allotted, as in the other years of 
the training, but two hours a week throughout the year. In 
this time no attempt should be made to exhaust the many 
methods of manipulation which come under the head of 
forging or moulding. However, with a carefully arranged 
course of exercises and talks or lectures, a fair amount of 
work can be done. 

DRAUGHTING. 

No attempt should be made to make difficult drawings, 
involving principles of descriptive geometry and higher 
mathematics. Instead, accurate working and detail draw- 
ings of the pieces and objects actually constructed in the 
shop should be made in bold, black lines, on a suitable 
heavy paper, from which a tracing may be taken and 
thereby a print produced, to be used in the shop for the 
guidance of the pupil. 



54 

The importance of a close relation between the draught- 
ing room and the shop cannot be too forcibly stated. It is 
essential that the drawing of every object to be made should 
be under the eye of the student while at work. As the work 
advances in grade and becomes more intricate, the value of 
drawing becomes more apparent, for to insure the greatest 
success with tools not only must the desired form be clear 
in the mind of the operator, but he must see the sequential 
changes of form or the "growth of form." The course in 
draughting, then, must consist of the drawing, the tracing, 
and the making of prints of the pieces to be made in the 
shop. For this course the pieces are shown in the accom- 
panying detailed drawings. The second year High School 
draughting is limited to the branches of forging and mould- 
ing, and that of the third rear to machine work. 



FORGING. 



In coming now to the work of forging, the pupil has 
brought with him the experience of the working of wood, 
both with the bench tools and at the lathe, but he is lack- 
ing in that rapidity of combined thought and action which 
is necessary to form from the stubborn, shapeless metal an 
object of usefulness and value as a tool. 

At the carpenter's bench the material will wait for action 
upon it; at the lathe the piece will revolve, awaiting the 
shaping influence of the chisel, with loss only of friction, it 
may be, but here at the forge the heated iron will not wait, 
but demands the immediate blow, and the accurate adjust- 
ments of force and place. The boy is now brought into a 
new sphere, where he is to make his influence felt most 
quickly, where his ability and interest may have full scope, 
his judgment a severe strain. It is here that natural ability 
has great opportunity and where lack of it meets with fail- 
ure, except by careful training. With carefully graded ex- 
ercises, properly presented, the apt or intelligent pupil will 



make very rapid progress, while the poorly endowed will be 
astonished with his success, developing an interest in the 
work that will hold him constantly to his best endeavors. 
Willi thought and care, the work in forging maybe made 
one of the most interesting and at the same time the most 
profitable branches of manual training. 

The one great truth that must be borne in mind in consid- 
ering the relation of shop work to school is that " Science 
discovers and the Arts make use of." Let not the pupil lose 
sight of this important bond between thought and action. 
Every opportunity should be sought to make the pupil see 
the application of his acquired knowledge. 

The first lesson should be devoted to a talk or lecture ex- 
plaining the general features of The shop, to initiate the 
pupil to his new surroundings. The parts of the forge 
should be considered in detail, the blower, tuyere hearth, 
and stack, with mention of the different kinds of forges, 
stationary and portable. 

The second lesson relates to mailing and maintaining a 
fire, upon which, in this branch, so much depends. Great 
care should be taken that every fire is built and maintained 
aright. Let this be done, even at the seeming sacrifice of 
some work at first, for no good work can be done until the 
essential points of a good fire are well understood. The in- 
structor should build a small fire, explaining as he proceeds, 
and afterwards make a much larger one, showing the 
method of producing coke at the forge for its own consump- 
tion. Also, in this lesson, a talk on coal and other fuels 
should be had, including composition, uses, etc., of the sev- 
eral kinds. Here will be found a connecting link between 
shop work and school, through chemistry. Practice in 
building and managing the fire to produce required 
amounts of heat at the various temperatures should be con- 
tinued. After these preliminary and fundamental lessons 
the regular exercises are taken up in order. 



56 



EXERCISE I. 

Build a fire of about six niches diameter. This will 
furnish ample heat for the first piece, which is "to draw 
from a round rod a square pyramid." The drawn point 
shown in fig. d 1 of the accompanying cuts may be made 
on the end of a long piece of stock and, when done, cut 
off the required length, the base end being nicely squared 
while the piece is held in the tongs. The exercise should 
be well executed before going ahead, even though some 
may need several attempts. It is not to be thought strange 
if it takes more than a single lesson for the average boy to 
accomplish this. Accuracy on this piece is very essential, 
that the pupil's standard may be high from the very be- 
ginning. 

EXERCISE II.— The Ring (Fig. d 2). 

For this exercise the stock should be cut the right leugth 
by the pupil and the ends beveled a little. And here should 
be given a lesson on the effect of material under strain. 
The theory of a beam under a load should be given. The 
boy should see the reason for making the length of the 
straight rod equal to the mesne circumference of the re- 
quired ring. Have no work done by thumb rules or 
guesses. 

EXERCISE III.— The Figure Eight (Fig. d 3). 

As before, let the pupil calculate the length of stock nec- 
essary to make the piece. Bevel the ends and bend. This 
has been found to be a valuable exercise in that it furnishes 
opportunity for thought and cultivates decision in apply- 
ing theories. 






A 

^ 







S^ 



k- 




57 



EXEKCISE IV.— The Bent Eye (Fig. d 4). 

The stock should be cut aud the ends trimmed while 
straight. The piece may be used by the boy for applying 
what he has been shown in the preceding talks, with the 
suggestion that the length required for the eye is bent at 
right angles to the shank or main part and the corner care- 
fully cooled, while the end remains hot for bending into the 
round form. 

The first two pieces are made by the instructor before 
the class, all the points respecting heating, holding and 
striking being fully explained. It is profitable for the in- 
structor to make even the simplest piece in the presence of 
his class, before the pupils attempt it. The pupil, how- 
ever, must not be carried but guided in this as in all other 
woik. 



58 



EXERCISE V.— Hook and Staples (Fig. d 5). 

As tlie preceding pieces will be made well by many 
only after two or more attempts, the stock for this exercise 
ma}' be found in the material representing the attempts of 
Exercises III or IV. 

The piece is straightened, hammered from the round to 
square form, reduced to 1-4 inch square, cross-section, cnt 
off about 7 1-2 inches long, one end drawn conical, 2 1-2 
inches long, and the other drawn cylindrical, 2 inches. 
The ends are then bent into the form shown in the drawing 
but in planes at right angles to each other. The center of 
the rod is then heated to a red heat and the ends twisted 
through three-quarters of a turn, thus bringing the ends 
into the same plane. The piece may be held in the vise by 
a pair of tongs ©r by two pairs of tongs. With the hook are 
also two staples. The ends are drawn from 1-4 inch round 
iron, allowance being made for dimensions and bending 
and the piece bent last. 

EXERCISE YL— The Bent and Upset Angle (Fig. d 6). 

The stock, 1 inch x 1-2 inch, about 6 1-2 inches long, is 
bent at right angles, the corner being heated very hot while 
the ends of the piece are cooled. When the iron is in this 
condition strike heavy blows alternately on the ends, be- 
ing careful not to drive the metal around the corner. Af- 
ter the outside corner is brought up full and square, the 
ends are cut off and squared up. 








A 



y 



s^ 




59 



EXERCISE VII.— Upset Oval (Fig. d 7). 

The stock, five indies and a half, is heated very hot in the 
center, the ends cooled and the pieces upset in the center 
by heavy blows struck on the one end while the other rests 
on the anvil. The center is upset to five-eighths of an inch 
while the ends are drawn conical to a sixteenth diameter 
at the points. The center is made oval by blows deliyered 
at a direction making a large angle with the face of the an- 
vil. This piece has been found an excellent exercise for 
cultivating accuracy of stroke as well as care in holding the 
piece. 

EXERCISE VIII.— Upset Octagonal (Fig, d 8). 

Stock, 3-4 inches round and 6 1-2 inches long, is upset to 
7-8 inches square for a length of 2 inches in the center, fol- 
lowed by changing to octagonal form of required dimen- 
sions with the fuller and with top and bottom swages, fi- 
nally squaring the ends to required length. The pupils 
work in pairs on this piece as on most of the exercises fol- 
lowing, one striking for the other as the work demands.. 



60 



EXEKCISE IX. — An Exercise in Fullering and Swaging 
(Fig. d 9). 

The stock, 1 inch x 1-2 inch bar, 4 inches long, is full- 
ered on each side of the center. The ends are drawn and 
swaged to 1-2 inch diameter and the center given a diam- 
eter of 7-8 inches. 

EXEKCISE X.— Forged Fork (Fig. d 10). 

The stock, 1 inch x 1-2 inch bar, and 3 inches long, is split 
at one end for about 2 inches, followed by fullering at the 
crotch. The ends are drawn, hnished in the swages and 
the ends squared up. 



61 



EXEECISE XI.— The Hook Hanger (Fig. d 11). 

The stock, 1 inch x 1-2 inch bar, 3 inches long, is fullered 
down for the flat end, while the main hook part is fullered, 
drawn, swaged and tapered. The holes in the flat end are 
punched and countersunk before bending the hook end. 

EXERCISE XII.— (Fig. d 12). 

If time will permit the piece shown in this figure may be 
girai those pupils who, by virtue of their more decided 
aptness, are in advance of their classmates. The exercise 
may be given as an independent task, with the drawing as 
the pupil's only guide. 



62 



This lesson should be devoted to the general subject of 
welding. By means of blackboard sketches the different 
methods of joining the metal are explained and experience 
in lap, jump, butt, split and fagot welding given. At this 
point, also, another lecture on the fire should be given. 
The failure of the pupil to make a perfect weld will gen- 
erally be found in his inability to manage the fire so as to 
produce the required degree and amount of heat for the 
operation. That he may know the required- degree 
and amount, let there be a talk on the composition of the 
material, illustrated by the action of the metal under dif- 
ferent conditions, especially when the piece has been al- 
lowed to soak the impurities of the fire and when the sili- 
con and carbon have been burned out. Explain chemical 
action of the fluxes upon the oxides of the metal. 

EXEECISB XIII. 

For the welding exercise the bar, 1 inch x 1-2 inch and 
6 inches long, is scarfed at the end, bent over a short dis- 
tance and welded, drawn down to the original size. This 
should be continued until the first attempt at uniting the 
two pieces or parts is successful. Iron of this size or larger 
should be used as it holds the heat longer, a point to be 
considered in the case of our inexperienced pupil. 

Wihen the lap is well made cut the piece in the center, 
scarf an end of both pieces and attempt the lap weld unit- 
ing two separate pieces. This will require the help of an- 
other, who will hold the one piece while the pupil man- 
aging the operation will place his piece and strike. 

This having been accomplished, cut the weld, split one of 
the pieces a distance of half an inch or so, draw the other 
piece to fit, and with assistance as before make the split 
weld. 



63 



EXEKCISE XIV.— The Chain (Fig. d 13). 

The stock is scarfed on the ends to lap nicely, the piece 
bent and welded. When the second link is about to be 
welded slip it into the first link forming the chain and 
weld. Then twist the ends of the link through 90 degrees 
or 180 degrees. Care must be taken not to burn the com- 
pleted links when welding new links to the chain. 



64 



EXERCISE XV.— Welded Eye (Fig. d 14). 

The stock for this should be large, 3-4 inch in the largest 
part, which is drawn for 4 inches, bent in the form of the 
Bent Eye and welded. The piece should be a little larger 
than required size before welding to allow for the inevita- 
ble tendency to burn and scale. 

EXERCISE XVI.— The Chain Hook (Fig. d 15). 

The stock for this will be found in the preceding exer- 
cise, the main part being drawn conical and bent into the 
form shown in the drawing. 



65 



EXERCISE XVIL— Bolt Blank (Fig. d 16). 

The methods of forming bolt-heads, first, by fullering, 
drawing and swaging from a bar of the size of the finished 
bolt-head; second, by working a smaller bar by upsetting 
for the head and drawing for the shank; third, by upset- 
ting entirely for the head; fourth, by welding a ring of the 
same size iron as the bolt upon the slightly upset end of the 
shank. With these methods also the heading tool is used 
to finish the head. In all these methods the head should 
rest symmetrically upon the rod and be of a height equal to 
the diameter of the required bolt, and the diameter of the 
circumscribed circle of the head should be equal to twice 
that of the rod or finished bolt. 



66 



EXEKCISE XVIII.— Tongs (Figs, d 17, 18, 19, 20). 

By the time this exercise is reached the tongs at the dif- 
ferent forges may be in need of repair. Some may need re- 
placing by new ones. So then the plain lip tongs may fur- 
nish an exercise in the application of welding and bolt or 
rivet making. The simplest pattern should be attempted 
first and persevered in until the pupil has clearly in mind 
the form with its successive steps. 

A bar at least 1 inch x 1 inch is first fullered, split, 
drawn, formed for the jaws, the short jaw cut off and the 
handle welded on the same before the jaw is finished. The 
rivet hole is punched and the jaw and handle finished. For 
the rivet experience in heading the bolt has given sufficient 
skill and knowledge of the methods here employed. It 
will necessitate a more rapid and sure working as the piece 
is smaller. A good variety of flat lip, channel and curved 
lip tongs should be kept in order. 



67 



EXEKCISE XIX.— Lathe Dogs (Fig. d 21). 

For the smaller sizes of the dogs or carriers punch the 
bar, fuller for the set- screw end and draw for the tail end, 
working and finishing the piece over the mandril. For the 
larger ones weld the two pieces for the head or set-screw 
end, fuller, draw and finish over mandril. The dogs 
will vary in style and size according to the needs of the 
work of the third-year class in metal turning. 



68 



Steel. 



At the completion of the course in wrought iron our pu- 
pil will have acquired a good idea of the methods of manip- 
ulation and a fair amount of skill. In entering into the 
more difficult sphere of steel working, an elementary 
knowledge of steel, its composition, manufacture and care 
in working, is necessary before any attempt to work is 
made. One lesson at least should be giyen in the metal- 
lurgy of steel, dealing with the simplest processes of reduc- 
tion and comparisons with cast and wrought iron. In con- 
nection with this, experiments to show the effect of over- 
heating the steel, of overheating and working, and of work- 
ing at different temperatures will be required. 

Hardening and Tempering. 

To show the qualities of hardening and tempering, heat a 
1-2-inch square bar of tool steel for four or five inches on 
the end, having a range of temperatures from that of the 
dark metal, through the dull red, to a burning temperature 
on the end; thrust into water to harden, remove, and dry 
carefully at a low temperature. First, note the color of 
steel-gray or silver- white, due to the rapkl scaling while 
under water, extending from the burned end to the point 
where no scale formed while hot in the atmosphere. Break 
off a half inch or so of the burned end, noting the great hard- 
ness and brittleness. Also note the grain of the fracture, 
how coarse. Continue the breaking, comparing the hard- 
ness, brjttleness, and fracture until difficulty is found in 
making the metal yield to the blow save only by bending. 
As the point of the metal which was heated to scarcely a 
scaling heat is approached, its fracture will be found of the 
finest grain, its hardness will be of high degree, and its brit- 
tleness much inferior to that of the first fractured specimen. 
It is at this point in the metal that the hardening process 
has been realized to the best advantage, being very hard and 
yet not too brittle for use. Having noticed the temperature 



i 



69 

of the piece at this point when dipped into the cooling' 
liquid, we have the critical hardening temperature for that 
particular steel. Since steel varies greatly in its composi- 
tion and qualities, not only that of different manufacturers, 
but also of the different charges of the same furnace, this 
experiment shoidd be tried with each new invoice to ascer- 
tain the critical hardening point. In continuation of this 
experiment, heat the piece of steel to the right hardening 
temperature, harden, polish the surface, heat very slowly, 
holding rhe piece above the flame of the forge. Draw the 
temper slowly from the hardest to the softest through the 
different stages, with tests of the file upon the piece under 
different colors to show the corresponding hardness. 



70 



EXEKCISE XX.— Cold Chisel (Fig. d 22). 

Stock, 5-8-inch octagonal or hexagonal steel, 8 inches 
long. Draw one end for an inch and a half to a thin edge, 
hammering the steel with carefully directed blows until of 
dark color, thereby improving the structure. Square the 
one end and chamfer. Harden and draw the temper to a 
purple color. Grind to an edge and test on a piece of 
wrought iron. Continue the attempt until successful. 
Temper again to cut steel. 

loathe Tools. 

As soon as our pupil has acquired a fair skill in working 
iron, he should be put at once upon the steel forging, that 
he may have a preparation for the third-year work in ma- 
chine construction. In the following year he will be re- 
quired to keep his lathe tools and the more common tools in 
order, forging, dressing, tempering, and grinding as they 
become worn out or broken. Too much experience, then, is 
not probable in the steel work. 

EXEKCISE XXI.— Diamond Point (Fig. d 23). 

Stock, 3-8-inch x 5-8-inch bar steel, 5 inches long. Bend 
over about 5-8 inch of the stock, while holding at 45 de- 
grees with the top or face of the anvil ; then turn the piece 
and draw to a diamond-shaped point. In case of the right- 
hand tool, give the clearance toward the left, and for the 
left-hand tool, give clearance toward the right. Trim and 
grind the tool properly before hardening. When ready to 
harden, heat the tool to the critical temperature, having the 
steel hot for a little distance back of the part to be har- 
dened; then dip for a distance more than the required tool 
portion, polish, and allow the heat to run up, and thus draw 
the temper to the required degree. Avoid rapid cooling of 
the tool if possible, but instead leave much heat in to 
radiate slowly, thereby gaining or saving toughness. 



r i 



^ 






fcs> 




Oo 



71 



EXEECISE XXn.— Eight and Left Hand Side Tool (Figs, d 
24, 25). 

These tools, as, in fact, all the lathe tools, should be made 
in as few heats as possible. The fewer the heats and the 
more rapid the well-directed blow the finer will be the 
grain and the tougher the finished tool. The same care 
should be taken with these as with the diamond points in 
the matter of hardening and tempering. 

EXEECISE XXIIL— Cutting-off Tool (Fig. d 26). 

Stock, 3-8 inch x 5-8 inch, 5 inches long. Fuller down and 
flatten, giving clearance on both sides as well as in front. 
Harden and temper. 

EXEECISE XXIV.— Inside Boring and Inside Threading Tools 
(Fig. d 27). 

These tools are very similar in shape, so the drawing of 
only the boring tool is given. The threading tool differs a 
little in the grinding simply. For these tools, fuller down, 
draw the smaller part to the octagonal form, bend over and 
draw a little for the cutting portion; harden and temper. 

EXEECISE XXV. 

For those who have completed these tools with a good de- 
gree of skill, it may be well to continue this work and finish 
the set, which will add the round nose, roughing tool, 
thread tool, and offset tools of various types. 



72 



EXEECISE XXVI.— Chuck Drill Holder aud Punch for Same 
(Fig. d 28). 

The bar for the punch is upset at the end and then drawn 
tapering. The bar for the holder is upset at the end for a 
distance little more than the punched portion. Upset- to a 
sixteenth or more above required size. Punch the oblong* 
hole and work over the punch, which may be used as a man- 
dril, taking care not to work the comers while cool, as the 
metal will crack then. 

EXERCISE XXVIL— Square, Round or Oval Punch (Fig. 

d29). 

Stock, 1 1-4-inch bar steel. The head is tapered, hole 
punched, stock fullered below the hole and then drawn to 
the square, round or oval, as the case may be. Harden and 
temper to a dark blue. 



73 



EXEECISE XXVni.— Hot Chisel (Fig. d 30). 

Stock, 1 1-1-inck x 1 1-1-inch bar steel. As in the pre- 
vious ease, the head is tapered, hole punched, fullered and 
drawn, for the chisel end, to the wedge shape. Harden and 
temper to a dark blue and grind to an edge. 

EXEECISE XXIX.— Heading Tool (Fig. d 31). 

Stock, 1 1-4-inch x 1 1-1-inch bar steel. The end is upset 
for the head, fullered and rounded, hole punched conical in 
shape, the handle drawn a little and an iron handle welded 
for more length. 

EXEECISE XXX. 

A machinist's ball peen hammer of the pupil's own design 
and size may be attempted here as the final piece of smith 
work. 



74 



MOULDING AND CASTING. 



In this branch only a few lessons are given, no attempt 
"being made to familiarize the pupil with all the methods 
a,nd processes in moulding, but rather to give him a general 
idea of the manner of producing the simple cast forms. 
The work should be confined to the few simple patterns 
which the pupil has made during the latter part of the first 
year course. This general idea may be accomplished by the 
work of the two-part flask and a few of the most common 
tools. This branch is one of the connecting links between 
the wood work of the first year and the iron work of the 
third year. It is preliminary to the machine construction 
work of the third year as is also the iron forging of the 
second year High School course. 

THIRD YEAR. 
MACHINE CONSTRUCTION AND HAND AVORK IN METAL. 

In the machine laboratory practice is given in chipping 
and filing, tapping, reaming, and other bench-work, to- 
gether with machine turning, squaring up, drilling, boring 1 , 
screw-cutting, shaping, and planer- work. 

The first two or three lessons in this department should 
be devoted to the lectures on the shop, its tools, and above 
all, the lathe, which must be taken apart in the presence of 
the student that he may see and know the object of every 
screw, bolt, etc., and the reasons for the different mechan- 
isms and shapes. The apron should receive a good explana- 
tion, as also the head, with its gear connections for simple 
cutting and for thread work. Let the student take notes in 
-a systematized manner to insure that accuracy which will 
enable him to call shafts, studs, bearings, gears, sleeves, 
etc., by their correct names, but, above all, be sure that he 
understands the manner of connection for producing any 
required motion. 




/ i - 


> 


T 




r 


T 






Vte 






_L 














— I 7* i 






r- - 










*--{-./—* 






/ 


! ¥ ! 



75 



EXEKCISE I.— Chipping and Filing (Fig. e 1). 

The first piece of bench work is an exercise in chipping 
and filing the rectangular block to the chamfered block 
with two key ways, one running part way across the face 
while the other is cut the entire length. All surfaces above 
the rib are finished with the file and polished. Owing to 
the small amount of time spent by each individual, the 
amount of bench work is limited to one piece, which, how- 
ever, must be well chipped, filed, and polished. 






76 



EXERCISE II.— Cylinder (Fig. e 2). 

The stock is first centered with, the center punch and then 
the centers are drilled and countersunk, the ends are 
squared up to a straight, smooth surface and the piece left 
the proper length before any of the outside turning is at- 
tempted. For this work of cutting the student will use the 
lathe tools which he made the previous year. He will at 
all times keep them well dressed and ground. 

EXERCISE III.— Taper Piece (Fig. e 3). 

The cylinder just finished is used for the stock for this ex- 
ercisa The end is rounded with the hand tools in the speed 
lathe and the taper and shoulders are turned in the engine 
lathe. For the taper, set the tail center oyer an amount ex- 
ceeding the required amount of taper for the distance be- 
tween the centers, and gradually move back toward the 
original line of centers until the end of the piece is the re- 
quired diameter and the taper runs out at the required 
point. The shoulders should be left square and smooth.. 
The whole piece is then filed and polished. 















51 




" 


1 










oo 


K 
















s. 


f-f- 






1 






* 


>\v 


S— g -r. 














& 


1- 


X" _> 




o^ 




05 








Cfe 








Q® 


1 




Jfc 










i 


• 1 

1 

1 
, 1 














1 ■ ' 

] i 






i 
i 




1 1 

( M 


1 
^ 1 






1 



^ 



77 



EXERCISE IV.— Eight and Left Hand V Thread (Fig. e 4). 

The stock is reduced to a cylinder 6 inches x 7S inch, with 
the ends reduced and the center curved out. The center is 
made thus to prevent the inexperienced pupil from running 
against the shoulder with the thread tool, retaining that 
problem of cutting a definite length and up to a shoulder, 
requiring the more careful withdrawal of the tool, until he 
shall have at least the practice of this piece. To cut the 
thread, have first the dog or carrier securely tightened, and 
set the accurately ground tool by the screw gauge so as to 
have the two cutting edges make equal angles with the line 
of center of the lathe, and Avith care and small chips cut the 
material down until the top of the thread shall be one- 
eighth of the pitch in width. When complete, turn the 
piece end for end in the lathe, reverse the screw motion, 
and cut the left-hand thread, beginning in the center of the 
piece. 

If at any stage of the work the tool should be broken or 
removed for any reason, set the re-ground tool anew, as 
for a blank piece, as though a new piece were to be cut, 
then throw the carriage into gear with the head screw and 
head spindle, start the lathe ahead by hand to take up all 
the back-lash of the parts, and observe the position of the 
tool. If it needs to be changed in order to travel in the old 
cut, stop the lathe, being sure all the parts are ready to an- 
swer to a forward motion immediately, and drop down the 
sweep gear, revolve the head until the tool upon trial coin- 
cides exactly with the former cut, then put the interme- 
diate gear into mesh again and try the tool. This trial may 
show the need of setting the stud gear forward or backward 
one tooth in order to make a perfect coincidence. When 
this is done, proceed to cut the rest of the thread. In con- 
nection with the screw cutting, the general subject should 
be treated in a lecture which shoukl show, among other 
points, the method of determining the number of teeth 



78 

which the gears on the stud and screw should have in order 
to cut any desired number of threads per inch, in the lathe. 

EXERCISE V.— Threaded Handle (Fig. e 5). 

This embodies the experience of the former piece and in 
addition requires the withdrawal of the tool at a definite 
point. In the turning of the curved handle, the cross feed 
and longitudinal feed of the carnage must be operated by 
hand. The handle is polished. It is made large to allow 
the piece to be cut down again the next year. 



79 



EXERCISE VI.— Inside and Ontside Square Thread (Fig. 

e 6). 

The material for this exercise is east iron. The ontside 
thread is first cnt the length of the smaller cylinder and 
then cnt away at the shoulder to allow the nut to screw 
close up. The end is also cut plain for half an inch. 
The nut is held in the chuck and a hole chucked with 
the flat chuck drill followed by drills of larger size and 
lastly by the square thread tool. The nut is threaded 
to fit the outside screw, which can be fitted into the 
nut while the latter is held in the chuck. This done, the 
nut may be turned and finished on the screw, which may 
serve as a nut arbor. When the piece is brought to size in 
the circular form, the hexagonal form is laid out and the 
surface made in the shaper. ; 

EXEECISE VII.— Another Nut (Fig. e 7). 

Material, cast iron. The cast-iron blank is drilled in the 
speed lathe and the tap drill and then the thread made by 
the hand tap at the bench. Screw the nut thus begun on 
the nut arbor, square and chamfer. It is an exercise in 
hand tapping, the threads being cut by hand instead of by 
machine, as in the three former cases. 



80 



EXERCISE VHL— Shaper Piece (Fig. e 8). 

The cast-iron material is shaped to plane surfaces on all 
sides, using the roughing tool, diamond point, side tool, and 
finishing tool. The surfaces are all made square to those 
adjoining. The 3-8-inch key way is cut through the one 
face and the 1-4-inch key way is cut to a hole whose cen- 
ter is 1 7-8 inches from an end. 



*l$ 






_1_ 



;#/- 



pf 



^ 



1_<B 



ml. 









<0 





! 

i 


1 






i 
1 












I 

1 
1 1 
, 1 
1 1 








1 1 








1 ' 


< 


j- 


1 
1 


1 1 
1 1 








i _l_ L_ 








i 1 








i i 




i i 



81 



EXEEOISE IX.— Slide-rest (Fig. e 9). 

The material is cast iron. It is an exercise in planer or 
sliaper work, introducing practice with the roughing tool, 
diamond point, side tool, finishing tool, and bent slotting- 
tool. One of the parts is securely fastened to the bed and 
is finished to dimensions. To this the other piece is planed 
to fit. The difficulty is in fitting together the two surfaces 
at 60 degrees to the horizontal, and only fair results are to 
be expected. Only the ways and tool-post slot need to be 
finished. 



82 



EXEECISE X.— Shafting Coupling (Fig. e 10). 

The materials for these pieces are cast iron and wrought 
iron, and the operations upon them are numerous. 
The two short shafts are turned, one being threaded and 
the other slotted in the shaper for a key. The cast coupling 
is chucked, bored, and the thread cut and for a short way is 
'counterbored, thus allowing the coupling to come close to 
the shoulder of the shaft. The piece is turned, finished, 
and polished while in the chuck. The second coupling is 
chucked with the flat chucking drills and reamed with the 
hand reamer, which is started in the lathe and run through 
by hand while held in the bench vise. This done and the 
piece finished, the two may be placed together to drill the 
four holes. With the bolts made and the key fitted, the ex- 
ercise is complete. The pieces finished and coupled to- 
gether should run true when revolved. 



83 



EXEECISE XI.— Screw Face-plate (Fig. e 11). 

This is one of the many nsefnl articles which are needed 
in the shop, and may be attempted with success at this 
point. The piece may be changed from time to time, ac- 
cording as the fixtures of the wood-turning or machine 
laboratory become broken or worn. The material is cast 
iron with a steel screw center. The face plate should be 
fitted to the spindle upon which it is to be used and nicely 
polished with the ground emery and pine stick. 



84 



EXERCISE XII.— Small Steam Cylinder (Fig. e 12). 

The fastening is securely bolted down to the carriage of 
the lathe and is carried forward by the feed gear of the 
apron and carriage against the cutters of the boring bar. 
The exercise is primarily one for the use of the boring bar, 
but may later be furnished with the heads and stuffing box 
and bed, as the beginning of one of the projects to be at- 
tempted in the shop later, the small steam engine. 

When these exercises have been completed, our pupil can 
be put upon some project such as a small steam engine, a 
motor or dynamo. But these projects must be small, to in- 
sure completion by the end of the year and also that all 
work upon them may be done in the school shop, none being 
done outside by reason of its size. The shop itself should 
be kept in good repair, being kept well stocked with good 
tools, some of which the pupils will be able to make. The 
ability to make a good tool should ever be before the pupil 
as the ultimate goal of good workmanship. With this in 
view, the pupils have worked during the present year upon 
some parts of a new lathe, which is to form a new tool to 
be used in the shop. For all these projects detail drawings 
must be had, that the pupil shall work from them con- 
stantly. Let us not forget that working from a drawing is 
one of the best methods of cultivating accuracy, perception, 
and the ability to plan and systematize. 



L3 S '04 



X 8 32 ii 






<><<, 



4- 






V * 






V 






<$*%* - ' 

• V 



\V <A 



r ol 



* '^ v* 







O0 N 



^' ^^ 




; 



^ ^ 



\° °^ 



° \* 
















•- 






^ v ^ 






^ 1 












; 
























^ 



*b o x 












<t 



\V cP r 







?*\ i 









^ ^' 



^ ^, 




- '"* 










4° , 






V 



^ A 






, * 



^ 




























**^ 






y v 



V > 



\> 



L1BRARV OF 



CONGRESS 





013 973 436 1 # 



■If 

■lilt 



